SCHOOL ASSEMBLYMAN SEGUNDO GRADE LEVEL VI

Grades 6 MOSCOSO MEMORIAL SCHOOL

DAILY TEACHER VANESA MAY Q. MONDEJAR LEARNING AREA SCIENCE
LESSON TEACHING DATES AND November 8, 2023- 10:50-11:40 QUARTER 2
PLAN TIME

(ANNOTATIONS)
I. OBJECTIVES KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED
DURING THE DEMONSTRATION
A. Content The learners demonstrate the understanding of
Standards how the major organs of the human body work
together to form organ systems.

B. Performance The learners should be able to make a chart

Standards showing healthful habits that promote proper
functioning of circulatory system.
C. Learning Explain how the organs of the circulatory system
Competencies work together
/ Objectives S6LT-IIa-b-1
Write the LC
code for each
II. CONTENT How the Organs of Each Organ System Work
Together
II. LEARNING
RESOURCES

A. References
1. Teacher’s Guide MELCs p. 508
pages
2. Learner’s Materials Into the Future: Science and Health VI
pages
3. Textbook pages 6
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Power point presentation, pictures, met cards ,
Learning laptop, television, activity cards ,Human Torso,
Resources Model of Circulatory system using dextrose,
plastic tubing and red coloring
IV. PROCEDURES

A. Reviewing Preliminary Activities

previous lesson or 1. Prayer
presenting the 2. Checking of Attendance
new lesson 3. Setting of Standards / Class Rules
(ELICIT)

5Ps
Be prompt- Be on time, don’t be late
Be prepared – Bring everything you need to class
Be positive – Be happy, don’t get frustrated
Be productive – Work hard and don’t give up
Be polite – Treat everyone how would you like to
be treated

Drill:
Riddle Time: Who am I?
-Inhale these scrambled words and exhale the
answers.
a. I warm and clean the air you breathe
SNOE___________________________________________
b. There are 300 million of me in your lungs
RAI SCAS__________________________________________
c. I leave your body when you breath out.
RONCAR DOXEIDE_______________________________
Review:
To revisit the lessons that we have, let’s
play Jeopardy. We will divide the class intro
three groups.
Game mechanics: In the board you will see
different boxes worth different points under 2
different categories, the Picture me! Riddle Me!
Category. Answer the question that’s worth the
points. There’s a chance to steal if the first
person to answer, answers incorrectly. The
group that has the highest points will win the
game.
Picture me! Category
15 points
5 points 10 points
Riddle me! Category
5 pts - I chew your food into pieces that are more
easily digested. I allow foods to enter your body.
What am I?
10 pts- I look like a small yellow corn below the
stomach that secrete digestive enzymes that
breaks down protein, fats, and carbohydrates.
What am I?
15 pts -I also secrete a yellow enzyme that helps
break down fats. I also detoxify your body’s
chemical “factory”. What am I?
Indicator No. 1
(KRA 1, Content Knowledge
and Pedagogy , Objective No.
1, PPST 1.1.3)
-Modelled effective application
of content knowledge within
and across curriculum teaching
areas.
MOV--- Math Integration where
numeracy skills is integrated.
Giving information the number
of air sacs found in our lungs.
Indicator No. 2
(KRA 1, Content Knowledge
and Pedagogy , Objective No.
3, PPST 1.5.3)
-Developed and applied
effective teaching strategies to
promote critical and creative
thinking, as well as other
higher- order thinking skills .
MOV--- Learners will be able to
exhibit the capacity to analyze
and recognize images and
sentences through the guessing
or picture category of digestive
system organs and riddle
category, which will assist
students in developing critical
thinking skills that will lead to
higher order thinking skills.
c. Establishing a Are you familiar with these applications? Indicator No. 1
purpose for (KRA 1, Content Knowledge
the lesson and Pedagogy, Objective No. 1,
(ENGAGE) PPST 1.1.3)
-Modelled effective application
of content knowledge within
and across curriculum areas.
MOV--- Integration of EPP (ICT) in
which learners identify the online
market shopping where they can
purchase and sell things based on
• Lazada requirements and desires in the
• Shoppe school and community.

Learning Competency:
. Buys and sells products based
on needs and demands in school
What happens after you order these items from the and community (TLEIE60-4)
application? Are you familiar with these?
pictures? MOV---Integration also occurs in
the health field, where our
bodies work in comparison to
internet buying.

Yes, courier services like J&T Express, Ninja

van, JRS, LBC delivers these items to our house
directly.

 When comparing internet shopping to how our

bodies function, what acts as a delivery service
for various organ systems to receive the
nutrients they require?
d. Presenting a. Show the model of circulatory system using Indicator No. 2
examples/inst the clear plastic tubing, a plastic bottle, red (KRA 1, Content Knowledge
ances of the colored liquid and Pedagogy, Objective No. 3,
new lesson PPST 1.5.3)
(ENGAGE) -Developed and applied
effective teaching strategies to
promote critical and creative
thinking, as well as other
higher- order thinking skills.

MOV--- Learners will be able to

convey ideas through a model of
b. Can you locate the heart, blood and blood circulatory system, creative and
vessels? critical thinking skills developed
among learners through
identifying and describing the
parts.

Indicator No. 1
Unlocking of Difficulties
 Give the meaning of the following
words using the statement below
- Heart
- Blood
- Blood Vessels
 The river of life
 The passageways of blood
 Pumping organ of the body
In our own local dialect, what term did we use that
is similar to heart? What about blood vessels and
blood? Is it necessary to master the word in
Kinaray-a in addition to English usage? Why?
(KRA 1, Content Knowledge
and Pedagogy, Objective No. 1,
PPST 1.1.3)
-Modelled effective application
of content knowledge within
and across curriculum areas.
MOV--- English integration, in
which learners' literacy
improves as they learn to
convey meaning using available
words
English learning competency
(distinguish various types of
information /factual text :
(EN6LC -11B 3.2)

e. Discussing Group Task Interactive Approaches

new concepts
and practicing a. Setting of Standard
new skills #1
(EXPLORE)

b. Group into three. Each group will be

given activity cards.

c. Select the leader , reporter and secretary

( See the attached Activity Sheet)
GROUP 1 : Fill in the correct word to complete
the concept of the selection
(Heart )
GROUP 2 : Fill in the correct word to complete
the concept of the selection
( Blood )
GROUP 3: Fill in the correct word to complete
the concept of the selection
( Blood Vessels )
Group 4: Fill in the correct word to complete the
concept of the selection
( Circulatory System)
Indicator No. 2
(KRA 1, Content Knowledge
and Pedagogy, Objective No. 3,
PPST 1.5.3)
-Developed and applied
effective teaching strategies to
promote critical and creative
thinking, as well as other
higher- order thinking skills.
.
MOV--- Interactive activities
promotes and deepen the
intellectual skills and knowledge
of the learners where they could
complete the sentences through
their comprehension skills and
own understanding.

f. Discussing Constructivism Approach Indicator No. 1

new concepts (KRA 1, Content Knowledge
and practicing a. Allow them to post their work on the and Pedagogy , Objective No.
new skills #1 board 1, PPST 1.1.3)
(EXPLAIN ) -Modelled effective application
 b. Let them present their answers
c. The teacher will process the pupils’
output.
Follow -up questions:
 What are the major organs of a circulatory class.
Human Torso and Model of Circulatory System)
 Heart disease is one of the chronic
ailments that some of us suffer from. Can
you still claim that your heart performs
normally if you have this disease? In what
sense? How can you protect your heart
and avoid having this disease?
 How does the blood work based on the
activity?
 If there are no blood vessels, will the
blood in your body continue to flow?
Why?
 How do organs of the circulatory system
work together? Explain.
Show the picture of Aetas
 Do you know them? What are their
cultures, languages, economic status, and
religious beliefs in terms of taking care of our
body systems, like our heart, blood, and blood
vessels? What are the foods they eat? Why are
they able to survive even though they lack
money to protect themselves and medicines to
protect their bodies, just like our heart, blood,
and blood vessels? Also, they are not wearing
clothes to protect their bodies, but still, many
of them could survive. Why?
of content knowledge within
and across curriculum teaching
areas.
MOV--- Comprehension skills
and creativity in coming up with
solutions depending on the
questions given to allow pupils
to be involved and active in
system?It demonstrated that (Show the
How does it work?
English
integration was
involved in this lesson.
MOV--- In this question, health
activities are involved. Taking
care of one's physique was also
emphasized.
Health Learning Competency:
Describes personal health issues
and concerns. __ H6PH -Iab – 18)
Explains the importance of
undergoing health appraisal
procedures (H6PH -Id - f – 21)
Indicator No. 2
(KRA 1, Content Knowledge
and Pedagogy , Objective
No.3, PPST 1.5.3)
-Developed and applied
effective teaching strategies to
promote critical and creative
thinking, as well as other
higher-order thinking skills .
MOV--- The questions presented
are arranged from lower level to
higher level thinking skills.
Pupils are challenge to think
creatively.
Indicator No. 6
(KRA 3, Curriculum and
Planning , Objective No. 7,
PPST 3.2.3)
-Exhibited a learner-centered
culture that promotes success
by using effective teaching
strategies that respond to their
linguistic, cultural , socio-
economic and religious
backgrounds .
MOV--- Awareness among
learners the beliefs and culture of
Indigenous people, who
commonly lived on the
mountainous areas, on how they
could survive and protect their
body despite hardships and
difficulties in life.
Indicator No. 7
 (KRA 3, Curriculum and
Planning , Objective No. 8,
PPST 3.5.3)
-Developed and applied
teaching strategies to address
effectively the needs of learners
from indigenous groups
MOV--- Introduce the
indigenous people's lives in
terms of their body systems
using visuals.
g. Finding Using Activity Cards Indicator No. 8
practical Group Activity (Differentiated Instruction) (KRA 4, Assessment and
applications of Reporting, Objective No. 10,
concepts and Group 1: Make a short poem telling how organs PPST 5.3.3)
skills in daily in the circulatory system work together -Used effective strategies for
living Group 2: Make a short song composition about providing timely, accurate and
ELABORATE how organs in the circulatory system work constructive feedback to
encourage learners to reflect on
together. Use the tune of a song that is familiar to
and improve their own learning.
you.
Group 3- Create a short story about how the MOV--- Differentiated activities
organs in the circulatory system work. that incorporate a variety of
Group 4: Using the model of the circulatory games and styles and are suitably
system, let pupils explain how the organs in the planned and ordered in teaching
circulatory system work together and learning processes boost
Rubrics : learners' capacities and skills,
while also developing a sense of
responsibility for their own
development and inventiveness.

Indicator No. 1
(KRA 1, Content Knowledge
and Pedagogy , Objective No.
1, PPST 1.1.3)
-Modelled effective application
of content knowledge within
and across curriculum teaching
areas.
 After learning how the parts of your MOV--- Health integration
where the learners aware on
circulatory system work, what can you say
how to take care their
about your body? Are the parts of your
circulatory system
circulatory system working well?
 Does our circulatory system play a vital role Health Learning Competency:
in our body? Demonstrates self-mangement
 How do we care for our circulatory system? skills (H6PH -Iab – 18)

 You are still very young and cannot be a ESP- Proper care of circulatory
blood donor. However, you can do something to system
help in the blood donation activities of your
community. What can you do now to help, and
what do you plan to do later when you are
already at the right age to donate blood?
h. Making Indicator No. 1
generalizations and Fill in with the correct word to complete the (KRA 1, Content Knowledge
abstractions about dialogue on how the organs of circulatory system and Pedagogy , Objective No.
the lesson works 1, PPST 1.1.3)
 -Modelled effective application
Heart: Hello , everyone ! I am your dearest heart. of content knowledge within
I pump b______________ into the different parts of and across curriculum teaching
your b_______________ areas.
How are you blood vessel? MOV--- English integration
Blood vessel: I am fine my dear heart. I work through filling up the correct
every now then because I am the p__________ way word in order to complete the
dialogue.
of the blood .
Blood : Yes , b_______________ vessel I am always
thankful of you making a way for me every
minute and every second all through out.
Blood vessel: You’re welcome blood . Is it true
that you are called the r____________ of life ?

Blood : Yes, I am ! And we are the organs of the

c______________ system.

Through the use of Venn Diagram, let the pupils

Indicator No. 1
explain how the organs of the circulatory system (KRA 1, Content Knowledge
work together and Pedagogy, Objective No. 1,
PPST 1.1.3)
Circulatory System
-Modelled effective
applications of content
knowledge within across
curriculum teaching areas
MOV--- English integration, in
Heart Blood Blood which pupils create diagrams
and generate concepts based on
Vessels
the topic being addressed.

English Learning Competency:

Make connections between
information viewed and personal
How the organs of the circulatory system work
experiences (EN6VC-IVd-1.4)
together?

i. Evaluating Read and understand the question. Indicator No. 8

learning (KRA 4, Assessment and
EVALUATE Explain how the organs of the circulatory system Reporting , Objective No. 10,
work together. PPST 5.3.3)
 -Used effective strategies for
providing timely, accurate and
Rubrics constructive feedback to
encourage learners to reflect on
and improve their own learning.
MOV--- Learners will be able to
answer the given question
based on their own
understanding and learned from
the lesson to check their
mastery and progress of
learning process.

Indicator No. 2
(KRA 1, Content Knowledge
and Pedagogy , Objective No.
3, PPST 1.5.3)
-Developed and applied
effective teaching strategies to
promote critical and creative
thinking, as well as other
higher-order thinking skills .
MOV--- The question presented is
HOTS questions where the
learners think creatively and
critically .

j. Additional “ I Can Shout My Fate” Indicator No. 1

activities for (KRA 1, Content Knowledge
application or Group presentation: and Pedagogy , Objective No.
remediation 1, PPST 1.1.3)
EXTEND  Prepare and present a rap on how the -Modelled effective application
organs of the circulatory system work together. of content knowledge within
and across curriculum teaching
areas.
MOV--- Music integration through
rap focuses on how the organs of
the circulatory system work
together.

Learning Competency: Create

simple melodies (MVGME-IIa-4)

V. REMARKS Re-teaching Transfer of lesson to the

Lack of Time following day
No class Achieved

VI. REFLECTION

A. No. of learners
who earned 80%
 in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these works?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

VANESA MAY Q. MONDEJAR

Master Teacher I

Checked and Observed by:

MRS. REMIE M. PANTUA

Principal II

ACTIVITY SHEET
Group 1

The________ is a hollow muscular organ. Its

size is the same as your _______ and located in middle of the chest

cavity.
It contracts so as to push________ out of the heart to every parts of the
body.
The heart is a powerful organ of the __________ system. It continues
pumping blood as long as the person is alive.
It pumps _______ passing through its passageway called the blood
__________.

Group 2

The ________ is the red liquid substance

that flows out of a cut in the body whenever one is wounded .
The ________ carries substance which help regulate body function . Without the
pumping action of the _________ , the blood would not be able to reach the different parts
of the __________. Thus, it passes through the blood __________ for circulation.

Group 3

The _________ vessels are the passageways

of the _________ . They are all found all over the body of a person.
There are three kinds blood vessels in the body these are the _________ , the veins
and the _________.
The arteries carry blood away from the _________ . The veins are blood
________ that carry bright red blood with oxygen from the lungs into the _______ .The
_________ are the smallest blood ________ which is responsible in the exchange of
water , gases , and waste materials from the blood to the ___________ parts and vise-
versa.
Group 4

_______________system is a transport system of the body responsible for the

distribution of nutrients to the cells and carries away the waste product of
the cells. The ___________ is the vital organ in the circulatory system that
pumps blood to all body parts. The _________ are the railway station of the
blood which enables blood to reach different parts of the body. __________ is
another component of the circulatory system as it circulates to all parts of
the body and it transports oxygen from the lungs to the cells and carries the
waste materials from the cells.